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Mergers in higher education : towards a survival kit for conserving the selfFourie, Mattheus Eduard 10 1900 (has links)
Mergers and incorporations are relatively new phenomena in the South African
higher education landscape. The unbundling of Vista University, and the subsequent
incorporation ofVUDEC into the merger between Unisa and TSA, posed a major
challenge to all affected employees. This thesis focuses on how these employees
experienced the various stages of the incorporation process. A social construction of
inner and outer voices heard, shared, and read during the different phases of the
incorporation process attempts to describe how to conserve the self in a merger. The
aim of the thesis is to build towards a framework for dealing with the human aspect
during institutional mergers and incorporations. The thesis consists of a prologue, a
series of four manuscripts that report on the experiences of employees during the
different phases of the merger process, and an epilogue. Each manuscript focuses on
a specific phase or aspect of the incorporation process, with its own research focus,
aims, and methodology.
The first two manuscripts reflect on the pre-merger phase. The first manuscript
reports on employees' preparation for the incorporation. Following a social
constructionist grounded theory approach, four participating employees gained the
opportunity to reflect on their own experiences of well-being during the pre-merger
phase. The manuscript also reports on a wellness development workshop, attended by
35 representatives from various departments and units of Vista University during the
pre-merger phase.
The second manuscript reports on how employees embraced the VUDEC
institutional culture. A case study approach was selected for semi-structured
interviews with 17 participants from governance, academic and administrative
departments, and post-graduate programmes. By means of content analysis, the
institutional culture ofVUDEC was captured on the eve of the incorporation into
Unisa.
The third manuscript focuses on employees' experiences of the four-year transition
and implementation phases of the incorporation. This manuscript follows a social
identity approach, and through thematic analysis, reports on how 24 participants
experienced the four-year implementation of the incorporation process.
The fourth manuscript provides an overview of the human side of mergers as
depicted in both national and international literature. The aim is to position the
current longitudinal investigation and its findings in the broader higher education
landscape, and a survival kit for conserving the self in a merger is proposed. / Psychology / D. Litt. et Phil. (Psychology)
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Strategic change management in the South African National Defence ForceVeldtman, Sazi Livingston January 2018 (has links)
This study investigated strategic change management in the South African National Defence Force (SANDF) during the period 1994 until 2014. Theoretical perspectives on strategic management, institutional culture, leadership and strategic change management in the SANDF were discussed. In addition, a historical perspective on the evolution of South African military culture was given. The study found that a transactional leadership approach was used to transform the SANDF. This transactional leadership approach is commensurate with the preservation of the status quo without radically transforming the institution. On the contrary, the transactional leadership approach fits in well in transforming an institution with a view to bring about a new composite institutional culture, drawn from the integrated institutions. The strategic change management as applied in the SANDF has not succeeded in creating a unified inclusive military culture of the seven former armed forces, from 1994 until 2014. The research has also shown that the institutional culture of the SANDF does not reflect the shared assumptions, beliefs and values of all integrated armed forces.
However, the study concluded that transformation in the SANDF as a planned strategic change intervention has not been managed adequately between 1994 and 2014, to achieve the desired results. / Public Administration / D. P. L.
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Mergers in higher education : towards a survival kit for conserving the selfFourie, Mattheus Eduard 10 1900 (has links)
Mergers and incorporations are relatively new phenomena in the South African
higher education landscape. The unbundling of Vista University, and the subsequent
incorporation ofVUDEC into the merger between Unisa and TSA, posed a major
challenge to all affected employees. This thesis focuses on how these employees
experienced the various stages of the incorporation process. A social construction of
inner and outer voices heard, shared, and read during the different phases of the
incorporation process attempts to describe how to conserve the self in a merger. The
aim of the thesis is to build towards a framework for dealing with the human aspect
during institutional mergers and incorporations. The thesis consists of a prologue, a
series of four manuscripts that report on the experiences of employees during the
different phases of the merger process, and an epilogue. Each manuscript focuses on
a specific phase or aspect of the incorporation process, with its own research focus,
aims, and methodology.
The first two manuscripts reflect on the pre-merger phase. The first manuscript
reports on employees' preparation for the incorporation. Following a social
constructionist grounded theory approach, four participating employees gained the
opportunity to reflect on their own experiences of well-being during the pre-merger
phase. The manuscript also reports on a wellness development workshop, attended by
35 representatives from various departments and units of Vista University during the
pre-merger phase.
The second manuscript reports on how employees embraced the VUDEC
institutional culture. A case study approach was selected for semi-structured
interviews with 17 participants from governance, academic and administrative
departments, and post-graduate programmes. By means of content analysis, the
institutional culture ofVUDEC was captured on the eve of the incorporation into
Unisa.
The third manuscript focuses on employees' experiences of the four-year transition
and implementation phases of the incorporation. This manuscript follows a social
identity approach, and through thematic analysis, reports on how 24 participants
experienced the four-year implementation of the incorporation process.
The fourth manuscript provides an overview of the human side of mergers as
depicted in both national and international literature. The aim is to position the
current longitudinal investigation and its findings in the broader higher education
landscape, and a survival kit for conserving the self in a merger is proposed. / Psychology / D. Litt. et Phil. (Psychology)
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O processo de implantação e implementação do PROEJA no IFG Campus Goiânia: contradições, limites e perspectivas / The implantation and implementation process of the National Program for Integration of Professional/Vocational Education with Basic Education in the Modality of Education of Youths and Adults (PROEJA) at the Federal Institute for Education, Science and Technology of Goiás (IFG), Goiânia Campus: contradictions, limits and perspectives.CASTRO, Mad Ana Desiree Ribeiro de 28 June 2011 (has links)
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Previous issue date: 2011-06-28 / This work is linked to the line of research entitled State, Policies and History Education of the Post-Graduation Program in Education of the Faculty Education of the Federal University of Goiás. It is a case study on the implantation and implementation process of the National Program for Integration of Professional/Vocational Education with Basic Education in the Modality of Education of Youths and Adults (PROEJA), from 2006 to 2010, at current Federal Institute of Goiás, Goiânia Campus. This work had as starting point: on one hand, the identification of the structural aspects of the State, of the Brazilian education and of the economic and political conjuncture which contextualized the direction of educational policies at the time of launch of that program and, on the other, the understanding that educational institutions are also constitutive and constituent parts of this structure and conjuncture. Contributions of Karl Marx, Antonio Gramsci, Florestan Fernandes, Octavio Ianni, Francisco de Oliveira, Luiz Filgueiras, Reinaldo Gonçalves, David Maciel, Otaiza Romanelli, José Willington Germano, Gaudencio Frigotto, Maria Ciavatta, Acácia Kuenzer, Domingos Leite Lima Filho, Dante Moura, Jacqueline Moll, Gilda Guimarães, Sonia Rummert, Jane Paiva, Maria Margarida Machado, Miguel Arroyo, Luiz Fernandes Dourado, Vitor Paro, Erasto Mendonca, among others, were sought in this work. In order to carry out the qualitative research, documents relating to educational policy and procedures for the creation of the PROEJA at Goiânia Campus were examined; questionnaires were applied to students and teachers; managers who somehow were involved in the implantation and implementation of the PROEJA at Goiânia Campus were interviewed; statements given by students, teachers and administrators during the meeting named PROEJA Dialogues, held on the Goiânia Campus in August 2010, were analyzed; and the dissertations linked to research groups that are part of the Edict PROEJA-Capes/Setec were also investigated. Findings reveal the contradictions in the process of implantation and implementation of the PROEJA program, thus constituting its limits and also the possibilities that the perspectives signal at Goiânia Campus. / O presente trabalho vincula-se à linha de pesquisa intitulada Estado, Políticas e História da Educação do Programa de Pós-graduação da Faculdade de Educação da Universidade Federal de Goiás. É um estudo de caso sobre o processo de implantação e implementação do Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade de Educação de Jovens e Adultos (PROEJA), no período de 2006 a 2010, no atual Instituto Federal de Goiás, Campus Goiânia. Este trabalho teve como ponto partida, de um lado, a identificação dos aspectos estruturantes do Estado e da educação brasileira e da conjuntura econômica e política que contextualizaram os rumos das políticas educacionais no momento de instituição do referido Programa; de outro, a compreensão de que as instituições educacionais são partes constitutivas e também constituintes desta estrutura e conjuntura. Buscaram-se as contribuições de Karl Marx, Antônio Gramsci, Florestan Fernandes, Otávio Ianni, Francisco de Oliveira, Luiz Filgueiras, Reinaldo Gonçalves, David Maciel, Otaíza Romanelli, José Willington Germano, Gaudêncio Frigotto, Maria Ciavatta, Acácia Kuenzer, Domingos Leite Lima Filho, Dante Moura, Jaqueline Moll, Gilda Guimarães, Sônia Rummert, Jane Paiva, Maria Margarida Machado, Miguel Arroyo, Luiz Fernandes Dourado, Vitor Paro, Erasto Mendonça, dentre outros. Para a realização da pesquisa, de cunho qualitativo, recorreu-se aos documentos relativos à política educacional e aos procedimentos de montagem do PROEJA no Campus Goiânia, à aplicação de questionários junto aos alunos e professores, à realização de entrevistas com gestores que de alguma forma estiveram envolvidos com a implantação e implementação do PROEJA no Campus Goiânia, à análise dos depoimentos dados por alunos professores e gestores durante o Encontro Diálogos Proeja realizado no Campus Goiânia, em agosto de 2010, e também às dissertações vinculadas aos grupos de pesquisas que fazem parte do edital PROEJA-Capes/Setec. As conclusões mostram as contradições no processo de implantação e implementação do Programa, constituindo assim seus limites e, também, as possibilidades que as perspectivas no Campus Goiânia apontam.
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The Degree Attainment of Black Students: A Qualitative StudyMiller, La Tarsha M. 15 June 2016 (has links)
No description available.
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